Why Tell Stories? “One of the things I think we sometimes forget is that the real benefit of telling you my story is not so much that you’ll know what’s going on with me. The real benefit is that it will stimulate you to tell me your story.” Rick, Professional Storyteller In Jo Tyler, 2004, p. 15
Summer Leadership Institute 2009
Power of Story Telling “Stories, tellers and listeners combine to create an interactive dynamic of experience and imagination. When you add a dose of time and facilitation to the storytelling process, the result is actually not one story being told, but three: The one the teller tells; The one the listener hears through the lens of his or her own experience; and The one that teller and listeners co-create through reflection, dialogue and action.”
Our Leadership Stories Think of “notable moments” you have had when you were leading - ones that you’re willing to share. It might be a… 9 great success 9 big surprise 9 significant challenge 9 big risk 9 difficult disappointment
Reversing the Point of View Imagine your story from the perspective of one person in the situation in which you were leading. Tell your partner the story that other person might tell, in that person’s voice. Switch at the sound of the chime.
Power of Story …. “In genuinely hearing the narrative of the Other and thereby affirming the Other, I am at the same time sanctioning his or her right to feel a life force, which in turn means that he or she can feel or sense something that together we experience and define as transcendent.…” —Thomas J. Cottle 2002, Qualitative Inquiry 8(5)
Insight into Ourselves as Leaders What do I now know how I want to grow myself as a leader? What do we, collectively, know about ourselves as school leaders?
Summer Leadership Institute 2009
Leadership Mindsets… Thinking, Feeling, Acting and Outcomes!
Opening Activity: Mindsets Purpose Actions are responses to our questions (stated/unstated: M. C. Goldberg, 1998) Learn to be intentional in how we frame our experiences – connections to coaching and creating coaching cultures
Guidelines As I read two sets of words… Be mindful of what you are thinking, feeling, and so on...
Opening Activity: Mindsets Purpose Actions are responses to our questions (stated/unstated: M. C. Goldberg, 1998) Learn to be intentional in how we frame our experiences – connections to coaching & creating coaching cultures
Guidelines As I read two sets of words… Be mindful of what you are thinking, feeling, etc. as facilitator reads 2 sets of words Discuss how our “mindset” influences the way we show up in relation to others as a coach 23
What Does the NBI Measure… The Theextent extentto towhich whichan anindividual individualprefers preferscertain certain types typesof ofthinking thinking//mental mentalprocesses processesover overother other types typesof ofthinking thinking//mental mentalprocesses. processes. The Thetools toolsdo donot notmeasure measureskill skillor orability, ability,although although often oftenwe weend endup upbeing beingmore moreskilled skilledat atthose those things thingswhich whichwe westrongly stronglyprefer. prefer.
Maltbia NBI Reflections… As I review my NBI (thinking styles) results from various levels of analysis, a number of important, yet sometimes different, insights emerge for me. At the highest level, it’s interesting to note that I’m relatively more cerebral (i.e., high road, thinking oriented – 56%) compared to limbic (i.e., low road, auto-response – 44%). Specifically, when encountering new situations, I tend to observe first, look for patterns to understand what’s happening, the feeling and emotional responses tend to come into my awareness much later. The difference between low road and high road as less pronounced (12% gap) when compared to the difference between left brain and right brain (62.67% right/37.33% left), the messages are clear for me, I enter experiences for the perspective context, that is I enjoyed understanding the context, I’m wired to notice patterns (in behavior, speech acts, communication, etc.). In turns of context, I find it easier to focus on the faces, places and objects embedded in a situation, yet those that require attending to numbers and other concrete data are difficult for me and require more energy. Looking at the strategic learning framework, I focus on the more “reflective” aspects of context, that is, the way that various aspects of one’s external environment is landing on them, how they feel about situations, other similar events, the images that come to mind, and so on, I focus less naturally on the more concrete, objective aspects of the situation, yet these are important aspects of context, so require my attention and focus early in engagements. Without doing so, my strengths around working with interpretative data might not be best realized. Looking at the more detailed view on page 6, seeing the strategist, empathizer, and analyst focus in 3 of the 4 quadrants helped me better understand the dynamics of my thinking style. Looking at the dimensions at the more detailed level was most revealing in that it highlighted the strength of my strategist preference (25.67% - R1), followed by the empathizer (16% - R2), what was noteworthy that empathizer (13% - L1) was stronger than imagineer (11.55% - R1), what has become clear to me, is that I strongly prefer to think about situations as a strategist, then the three dimensions of empathiser, analyst and imagineer are more parallel vs. sequential (very close %) – this insight also gave clarity to a challenge I’ve had which relates to being expected by others to be an oganizer (10.33%/my 5th) because given my corporate experience I’m often good at it compared to many for the strong “Rs” I find myself working with.
Maltbia NBI Reflections… Using metaphor to process these thinking styles was useful for me to know that I start with the “sprit” embedded in experiences (from a cerebral point of view), then move to the heart, the head and later to the hand (doing, implementation). It is not that I can’t implement, yet I derive my greatest energy from strategic work, doing some with a small group of trusted partners, and having the chance to really drill deep to ensure that we build a strong foundation for success together. When these things are in place, I’m motivated to implement, yet when they are not and others expect me to focus on the details, it saps energy and I grow impatient, get frustrated and become difficult to be around. These insights provide a clear picture for me to be more intentional about: (1) making clear to others where I derive energy and the roles that I tend to engage in with strong results; (2) surrounding myself with, and learning to better identify others with stronger preferences in the dimensions of organizer and realist, so that I don’t fall into a common pattern of being expected to play those roles on work teams; and (3) ensuring that I’m able to approach work with the sequence of strategist, empathiser, analyst, and imagineer prior to moving to implementation, and when the situation demands are not consistent with this ideal approach, make sure that others who are better suited, when possible, can take on the preserver, organizer and realist roles early in the team development and performance cycle. It was also reinforcing to see that my NBI, thinking styles results were consistent with my learning styles inventory (LSI) that is the R1 (strategist) seem consist with my strong assimilating style (with a focus on observing situations and abstracting patterns and lessons learned). Maltbia